The aim of this mixed-method study was to explore the effect of peripheral learning on spelling skill of EFL learners. Two intact classes were selected and randomly divided into two groups, namely experimental and control groups. They were on the same level of proficiency studying English at SiminLanguage Institute in Qaemshahr, Iran. Before starting the treatment, a spelling test was administered to both groups as pretest. Then, as treatment, the experimental group was exposed to realia, pictures, and posters plus texts, while the control group did not. Then, after the term-long treatment, the two groups were administered the same spelling test as posted. The results indicated that peripheral learning had a significant effect onspelling ability of the experimental group. The finding of the study paves the possible way for teachers to provide the grounds for peripheral learning and for learners to acquire knowledge without concentrating on the material all the time.